Does teachers' pedagogical content knowledge affect their fluency instruction?
Does teachers' pedagogical content knowledge affect their fluency instruction?
Samenvatting
A study of the relation between teachers’ pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading.
| Organisatie | Hogeschool Utrecht |
| Afdeling | Kenniscentrum Leren en Innoveren |
| Gepubliceerd in | Reading and Writing Springer, Vol. 30, Uitgave: 6, Pagina's: 1231-1249 |
| Jaar | 2017 |
| Type | Artikel |
| Taal | Engels |
